TEACHING SPEAKING BY COMBINING HASSLE LINES WITH THOUGHT TRACKING STRATEGIES FOR TWELFTH GRADE
STUDENTS AT SENIOR HIGH SCHOOL
Oleh:
Riska Wahyuni Putri*)
(Mahasiswa Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat) Armilia Riza, M.Pd**)
(Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat)
Berbicara (speaking) merupakan suatu keahlian penting yang harus dikuasai dengan baik oleh semua siswa dalam belajar bahasa inggris karena berbicara merupakan proses komunikasi untuk mengekpresikan ide, pendapat dan perasaan kepada orang lain. Namun pada kenyataannya, banyak siswa terutama siswa sekolah menengah atas tidak bisa berbicara menggunakan bahasa inggris dengan baik walaupun mereka sudah mempelajarinya mulai dari sekolah dasar. Mereka tidak bisa berbicara berbahasa inggris bukan hanya dengan gurunya namun juga dengan temannya. Untuk dapat membuat siswa mau dan bisa berbicara bahasa inggris dengan baik, guru harus bisa menggunakan strategi pembelajaran yang tepat dan menarik bagi siswa dalam pengajaran berbicara tersebut. Ada beberapa strategi yang bisa digunakan dalam pengajaran bahasa inggris kuhususnya dalam pengajaran berbicara, dua diantaranya: hassle lines and thought tracking strategy. Strategi hassle lines adalah strategy pertama yang bagus untuk meningkatkan kreatifitas siswa dalam berbicara secara berpasangan. Dalam strategi ini guru akan membagi siswa ke dalam dua garis, jadi siswa yang saling berhadapan itulah lawan/partner mereka setelah itu mereka harus membuat sebuah scenario berdasarkan tema yang telah di berikan guru. Kemudian skenario tersebut harus di tampilkan melalui sebuah drama, dimana guru harus membangkitkan emosi siswa atau turut melibatkan perasaan siswa dalam bermain drama tersebut. Secara garis besar dapat disimpulkan bahwa dengan menggunakan strategi-strategi tersebut dalam pengajaran berbicara dapat meningkatkan kemampuan siswa dalam berbicara.
Key Words: Speaking, Hassle Lines and Thought Tracking Strategy
*) Penulis
**) Pembimbing
INTRODUCTION
Speaking is an essential tool of communication used to build international relationship with other people. So, speaking is important if we want to get things done, find out information and give instruction. Richard and Renandya (2001:201) state that there are three purposes of speaking. First, when we use speaking for casual conversation, the purpose of speaking is making social contact with other people, to establish report, or to engage in the harmless chitchat that occupies much of the time we spend with friends. Second, when we engage in discussion with someone, the purpose of speaking to seeking or expressing opinions, to persuade someone about something or to clarify. Third, we may use speaking to describe things, to complain behavior, to make polite request, or to entertain people with jokes and anecdotes. Thus, speaking is purposeful and useful when the speakers interact with other people.
Furthermore, based on KTSP 2006 speaking is to express the words (meaning) in short functional text and monolog. It means that speaking is an important lesson that must be applied in every school especially in Senior High School because many students have some problems in learning English. The teacher can find material about speaking in the syllabus and
develop material in the class to improve students’ speaking skill such as expression complimenting, expression agree and disagree, etc. Students are asked to practice the expressions in our daily life.
Students also have to express their ideas in their own words or sentences orally. In order to realize the purpose of learning speaking, the teacher should pay more attention to students when they are speaking English and should apply interesting strategy to help the students easier to express their ideas.
In reality, based on writer’s interview with some English teachers of senior high school, the writer found many students feel difficult to speak English. It could be seen when teacher asked them to practice in front of class, they didn’t want to speak or they just keep silent because they have some problems in speaking.
First, the students had lack vocabulary, so they did not know the words that they want to say. As a result, they could not communicate well and speak fluently in delivering their ideas or opinions. Second, almost all students had bad pronunciation.
They could not pronounce the word correctly. It could be seen when the students uttered the words, it was very difficult to understand because of pronunciation problem. Third, some students did not know how to use grammar effectively in speaking, so that they have
less self-confidence. The students did not master grammar well. They are shy to talk and worry to make mistakes. As a result, it is obscure the meaning of the message that they expressed. Fourth, the problem come from teacher’s strategy in teaching speaking. Teacher just gave a monolog text and asked the students to memorize the lesson. After that, the teacher asked the students to practice individually or in pairs in front of the class. It made the students difficult to understand what they should say there was no clear explanation about the lesson. Hence, they cannot produce speaking well.
Based on explanation above, it can be concluded that there are some problems in teaching speaking at senior high school.
Therefore, to overcome those problems the teacher should apply an effective strategy in teaching speaking. Some strategies that can be used such as talking stick, community circle, point counter point, hassle lines, thought tracking strategies, etc. But sometimes one strategy can’t overcome these problems. Therefore, it is better to combine two strategies to reduce difficulties in speaking English. These strategies are hassle lines and thought tracking strategies. As a result by combining these strategies, it is hoped that the students can be active in learning speaking and then give opportunity for the students to improve their speaking. These
strategies will be effective and interesting that can make the students active in learning speaking and then give opportunity for the students to improve their speaking.
REVIEW OF RELATED LITERATURE
Speaking
Speaking is one of important skills in learning English. Through speaking, people can interact, communicate, share information, knowledge or ideas with other people, because most of interaction in our daily activities done in form of speaking activities. Cameron (2001:4) defines speaking is the active use of language to express meanings so that other people can make sense of them. It means that speaker can express everything that she/he wants to say to listener such as ideas, feeling, or something in his/her mind and then the listener will give feedback or response. But, the speaker must deliver the information clearly to the listener. A good communication will built up if the speaker can express the ideas by speaking and get response from the listener.
In speaking, there are two kinds of productive skill that are important in communication; they are aural and oral skills. According to Nunan (2003:48)
speaking is the productive aural and oral skills. If we communicate with someone aural and oral skills are very needed.
Because aural is process of listening about what is someone talking and oral is process of giving response to what is someone talking. Thus, both of them are needed when speaker and listener do a good communication. It means that the listener will use the aural skill to comprehend topic that speaker said and to give respond or feedback s/he will use oral skill.
In conclusion, speaking is a productive skill to do interaction each other between and listener such as share ideas, opinion or knowledge. By speaking , people will share their experiences each other, give information, give instruction orally. There are two skills that should be used in speaking, they are aural and oral skills in speaking. Aural skill is process of listening what is someone said and oral skill is process of giving respond to what is someone said. Both of them are needed when we speak for a good communication.
Before asking the students to interact each other, teacher should comprehend about the strategy that is suitable for students. Richard and Renandya (2002:210) explain that teaching speaking is considering the factors, conditions and components that underlie speaking effectiveness. It means that in this case the
teacher should choose and apply the appropriate strategy and method related to some factors that influence students’
speaking achievement such as classroom condition. Teacher should be professional to create and design the best way in teaching speaking process. Teacher should pay attention on students’ development in speaking every time.
To help students have good ability in speaking, teacher should tell the students components of speaking. According to Brown (2004:172-173) there are five components of speaking. They are comprehension,pronunciation, vocabulary, grammar and fluency. The comprehension is how the listener catch the meaning of the speaker talk about. Pronunciation has relationship with stress, intonation, rhythm of the word or sentence. Vocabulary is the words that will be used by someone to make sentence. If the speaker wants to say the information to listener so s/he should has vocabulary about it. Grammar include to tenses, conjunctions, etc. if speaker has mastered grammar and vocabulary. It will be very easy for his/her to have good fluency.
In summary, teaching speaking can be concluded as an activity to teach students how to use words and sentences and also using stress, intonation and rhythm in sentences itself on second language. But to teach speaking the
teacher should consider factors, conditions and components that underlie speaking effectiveness. There some components of speaking such as comprehension, pronunciation, vocabulary, grammar and fluency.
Hassle Lines Strategy
Taylor (2007:34) hassle lines strategy is a role-play strategy allows for a broad examination of perspectives relating to a particular topic or theme. It might be particularly useful for issues relating to conflict simulation and resolution scenarios. In this strategy, the students need skill to use critical thinking and working with others. It means that hassle lines strategy is one of role play strategies in teaching speaking where in this strategy the students should play drama related to particular topic and theme. This strategy ask the students work hardly to give the best performance in front of class through their critical thinking in develop scenario and improve their cooperation.
From the theory above, the writer concludes that hassle lines strategy is one of teaching speaking strategies that explore their emotional and voice technique in direct action through a short drama. The students should perform the drama related to particular topic or theme that given by the teacher. So, the students have to use
their critical thinking to develop the topic or theme into a good scenario. The students have to do good cooperation each other in the group.
Furthermore, Taylor (2007:34) show there are ten steps of hassle lines strategy, as follow:
1. The class forms two groups. Teacher divides all students in the class into two groups.
2. The two groups form two lines facing each other. Teacher asks the students to make two lines in each group. Then, teacher asks the students to shake hands with the students opposite them to make sure they have partner.
3. Pupils in line one are assigned a role.
All students in line one are assigned by teacher to get same role.
4. Pupils in line two are assigned a different role. All students in line two get different role. They can choose a role that they want, expect the role as main character.
5. The scenario is explained by teacher for students who learn English as Second language. It means that teacher just explains the story or scenario orally and shortly and then students act out it directly in front of class. But, for students in Indonesia who learn English as Foreign language, teacher will describes the story or scenario first shortly, then teacher will ask and guide
the students to write the scenario. After the students finish their scenario, the teacher asks students to practice it orally.
6. Each pair should then act out the scenario. Students should get practice and finally students have to act out it in front of the class.
7. If time permits, roles could be reversed.
8. A debrief might be beneficial, including questions such as: what did it feel like being in that role? Does anyone have any good solutions to share with the class?
9. The activity might be repeated with different scenarios.
In conclusion, in hassle lines strategy the teacher divides students into two lines and then teacher gives students a topic or theme such as a scenario and then teacher asks students perform the scenario in front of class. The students have to show their best performance. Next, the other group can give some questions related to topic or theme.
Thought Tracking Strategy
Thought tracking is a good strategy to use in drama. It tells the students how and what the character feels or thinks.
Thought tracking helps inform about an character to audience. Thought tracking also called thought tapping. Baldwin and Fleming (2003:46) define thought tracking
as a strategy which asking the children to share their “in role thought” by speaking them aloud. In conclusion, thought strategy is a strategy help the students to speak through a scenario, the students play a drama in front of class in pairs or on in a group. But in this strategy, one students should made an image related character that will be played and other students tap the shoulder of student that has image, when other students tap the his/her shoulder , she has to speak loudly in front of class. In this strategy, the students should use body language when they perform such as by using facial expression, eyes contact, etc.
Furthermore, Farmer (2012:31) explains the procedures of thought tracking strategy as follow:
1. Once children have made an image, explain that when you tap then on the shoulder you would like to speak the thought or feeling of their character aloud.
2. At the beginning, this may just be one or two words but children will soon gain confidence to express themselves in longer sentences. It doesn’t take long to thought-track each child in a group so that you reveal a wide range of attitudes and feelings from different characters.
3. Instead of tapping pupils on the shoulder you can just point to or look at them.
4. After practice many pupils will be able to speak their in-role thought without being told when you speak.
5. Especially if you have used speaking object with pupils. You can ask characters specific question such as what they feel about another character, what they are dreaming or what want to do next. Thought tracking can easily be employed in the classroom with children at their desks.
6. At the end, the students can perform their best practice in front of the class.
They can show to other group their ability in role-play through thought tracking strategy.
So, the writer can conclude that in thought tracking strategy the teacher asks student make an image or imagination related to character in the scenario about few minutes. Then, the teacher will tap the students shoulder. When the teacher taps students’ shoulder, she should speak the thought or feeling of her character loudly.
Teacher allow the students explore the character by using their own words and their emotional. At the end, the teacher asks character specific question such as what they feel about the character.
DISCUSSION
Preparation
There are some preparations that should be prepared by the teacher such as material, lesson plan, media and time allocation.
Application
In this stage, the teacher has to use some teaching procedures such as; pre- teaching, whilst-teaching and post teaching activities.
Pre-Teaching Activities
1. Teacher comes into the class and say greets the students
2. Teacher check students’ attendance 3. Teacher gives motivation for the
students.
4. Teacher reviews the last material at last meeting.
5. Teacher gives brainstorming related to the new material (Teacher shows some pictures to the students).
Whilst Teaching Activities
a) Exploration (using procedure of hassle lines strategy )
1. Teacher divides students into two lines facing each other (to make sure they have partner).
2. Teacher explains that student in line one are assigned a role
3. Teacher explains that students in line two are assigned different role
4. Teacher explains the story about bawang putih and bawang merah shortly to the students.
5. Teacher asks the students try to write the scenario based on the character that will perfomanced in pairs (with their partner)
6. Teacher monitors all students’ activities and guides the students to make a scenario.
7. After all students finish their scenario, teacher asks all students to practice their scenario in their desk.
b) Elaboration (using thought tracking strategy)
1. Teacher asks the students to tell some new vocabularies in their scenario and teacher help them to pronoun it correctly (for help the students in their performance in thought tracking process).
2. Teacher explains how to use thought tracking strategy before performance in front of class
3. Students start to act in front of class in pairs in front of class
4. After all students got perform, teacher gives some simples question related to the story or scenario.
c) confirmation
1. Teacher rechecks students’ ability in pronunciation and students’
performance.
2. Teacher gives suggestions for all students how to improve their speaking ability and their drama ability
Post-Teaching Ability.
1. Teacher asks the students to conclude the material today based on their own understanding.
2. Teacher gives home work for the students
3. Teacher closes the meeting.
Conclusion
Generally, speaking is one of the ways for people to communicate each other. Through speaking, the students able to express their feeling, ideas and opinions about things or people. They are also able to share information and knowledge each other orally. But speaking in English as a foreign language is not an easy task, especially for students at Senior High School. Most of them can’t convey their message through speaking in English because the students had lack vocabulary and most of them also had bad pronunciation. They are too shy to speak English in front class. They are less self
confidence to speak in English. They students also had problem on grammar, they can’t master it effectively so, they are worry to make mistake about grammar in speaking. To solve these problems there are some strategies that can be used by teacher in teaching speaking. So, in teaching speaking, the teachers should find and apply appropriate strategy in the class.
There are many kinds of strategy that can be implemented in teaching speaking, two of them are hassle lines and thought tracking strategies. By using hassle lines and thought tracking strategies can improve students self confidence to speak and improve their ability in speaking. This is very interesting strategy and comfortable for XII grade at Senior High School.
REFERENCES
Baldwin, Patrice & John, Rob.2012.Inspiring Writing Through Drama.New York:
Bloomsbury Education
Brown. 2004. Language Assesment:
Principles and Classroom Practices. New York: Pearson Education
Cameron, Lynne.2001. Teaching Language to Young Learners.
United Kingdom: Cambridge University Press.
Farmer, David.2012. Teacher in Role Hot Seating. United Kingdom:
Macmillan Children’s Books Nunan, David. 2003.Practical English
Language Teaching.New York:
McGraw-Hill Companies
Richards, Jack C & Renandya, Willy A.2002. Methodology in Language Teaching. United Kingdom: Cambridge University Press.
Taylor, Ricard K.2007. Active Learning and Teaching Methods for Key Stages 1&2. CCEA: Craredon Road
